Differences Between Countries And Developing Countries

Geographers like to differentiate countries by grouping them into developed and developing countries. A developed country is a country that has progressed relatively far during time and has a highly developed economy and advanced technological infrastructure. Some examples of developed countries are the U.S.A, Canada, the United Kingdom, Japan, Netherlands and many others. They are normally the more profound countries that we hear about more often than developing countries. A developing country is a country that is at an early stage in economic development and has a less developed industrial base, and a low Human Development Index (HDI). The Human Development Index is a composite statistic of life expectancy, education, and income per capita indicators and is used to rank countries into tiers of human development. Having a low HDI means the country has a low life expectancy, a shorter length of education and the income per capita is lower. Some examples of developing countries are Br azil, Uganda, United Arab Emirates, India, Afghanistan, and many others. I plan to bring you into an in depth explanation about the many differences in population studies between Japan and Brazil. First off, we’ll start with a little bit of background information on both countries. Japan is an archipelago of 6,852 islands in East Asia with a population of 126,919,659 (July 2015). It has a land area of about 140,728 square miles and a total area of about 145,913 square miles. It’s area canShow MoreRelatedDifferences Between A Developed Country And A Developing Country Essay2326 Words   |  10 PagesThis paper examines the similarities and differences of a culture between a developed country and a developing country. This paper explores the comparison of culture to our country, Belize’s and the culture of the United States. According to Maconis Culture can be define as the â€Å"ways of thinking, the ways of acting, and the material objects that together form a people’s way of life. Culture includes what we think, how we act, and what we own. Culture is both our link to the pastRead MoreDifferences Between Developed Countries And Developing Countries2298 Words   |  10 PagesGEOGRAPHY PROJECT PART ONE Developing country selected: Ethiopia 1. Describe the differences between developed countries and developing countries (100 words) Developed nations are which can are countries that are more industrialized and have higher per capita income levels. A developed nation has a per capita income around or above $12,000. Most developed countries have an average per capita income of approximately $38,000. Some developed nations include the United States, Canada, Japan, RepublicRead MoreCultural Differences Between Developing Countries (China/ India) and Developed Countries (Uk)2570 Words   |  11 Pagesbusiness. Developing countries such as China and India have therefore, become appealing markets to foreign investors. It is anticipated that China and India will soon be the world’s biggest economies. Presently, eighty percent of the electronic goods globally are manufactured in china. This has resulted to more western companies wanting to invest in china as opposed to other countries. Unfortunately, there is intercultural management problem with the unprecedented increase in cooperation between the developingRea d MoreTypes Of Collateral Used For Business Lending1474 Words   |  6 Pagesbank guarantees. When banks across developed and developing countries are compared, it was observed that developed countries rank real estate as the most important type of collateral more frequently than the developing countries. About 56% of the developed country banks rank real estate as the most important collateral type for business lending to small firms compared to only 37 % of the developing country banks. 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They allowed the trade between different countries and within the same country to a certain degree of liberalization where several new business practices can be implementedRead More The Role of Ethnicity and Race in the Way Audiences Interpret Media Messages1598 Words   |  7 PagesThe Role of Ethnicity and Race in the Way Audiences Interpret Media Messages According to the sociological definition of race and ethnicity, there is a close interrelation between race and ethnicity. Race has not been defined by the biological difference that it is stood on the social construct. Race does not discriminate the skin color from others which is related to the ethnicity. Race is defined on the social construct which based on physical and cultural features (Fulcher Scott, 2007). Read MoreA Brief Note On Niger And Gender Inequality1554 Words   |  7 PagesProfessor Lekan May 29th 2016 Niger and Gender Inequality Gender inequality  refers to unequal treatment or perceptions of individuals based on their gender. It arises from differences in socially constructed gender roles  as well as biologically through chromosomes, brain structure, and hormonal differences (Gendered Lives, 2005). (1)  Niger is currently ranked at 187 in the  United Nation Human Development Index. Niger has a total land area  of 490,000 square miles or 1,267,000 square kilometersRead MoreEssay on Determination of HDI1278 Words   |  6 Pagesbecause there are better medical facilities and schools as the country can afford to meet the needs of the population. However in Ethiopia the GDP per capita is only US$455 (more that ten times lower than Canadas). As a result the life expectancy, adult literacy and income rates are very low due to the inadequacy of nutrition, health and medical care. It can be clearly seen from the table that countries with the lowest HDI below 0.3 are considered to be the economically

Character Traits of a Teenager Free Essays

Someone asked me why does hate, anger, love, curiosity, admiration, etc. exist in the world. It was a very innocent yet important question that I would like to address. We will write a custom essay sample on Character Traits of a Teenager or any similar topic only for you Order Now Seekers of the Spirit throughout time have noticed that the Divine Reality expresses in various ways, including Peace, Oneness, Wisdom, Knowledge, Creativity, Beauty, Goodness, Love, Delight, Power, Timelessness, and Infinity. These are also qualities that the Supreme seeks to manifest in the forms of creation. We humans are the means by which they take shape on earth. Interestingly, though the Intent of the Supreme was/is to spread these spiritual aspects throughout the cosmos, they initially took shape in their opposite form, as an inversion. For example, life first emerged in the universe as unconscious physical matter; and only after, emerged higher, more conscious forms. Thus, life, and indeed we humans have roots in unconsciousness mixed with the consciousness. And we have come to embody them in the form of both positive and negative character traits — expressing the physical, vital, and mental levels. An obvious question is why would a Divine Reality allow for both formations of darkness and light? Why not just manifest Its own, infinitely positive spiritual attributes? The answer is that it did so to enable the greatest variety, multiplicity, and possibility of experience. If there were only good traits, the diversity and depth of our life experiences would be limited. Thus, over time, a vast array of positive, neutral, and negative physical, vital, and mental traits came to be. For example, feelings like fear, anger, hatred, are negative expressions that originate in the vital plane of our being. It turns out that not only are these negative expressions inversions of their positive spiritual counterpart of Oneness, Power, Love, etc. , but inversions of our own positive human traits. For example, people who hate, secretly harbor love, but through circumstance inner and outer, have inverted to its darker side. A child might hate a parent because of their abuse, but secretly harbored intense love that reversed itself. In fact, the more intense the hate, the greater the possibility of love when the obstacles are overcome. In humanity’s evolution we emerged from physical existence where our physical traits predominated, such as hunting and other survival skills, to the development of more complex vital feelings and relationships, such as trade, cooperation, and affinity toward marriage, to sophisticated traits of the mind, such as analyzing, synthesizing, calculating, rational thinking, etc. These are positive or neutral characteristics developed over the course of human evolution. And yet there are also negative qualities that developed, such as mental ignorance and falsehood. At the vital and physical levels there are far more and more virulent forms of negative character traits because as you go lower in human consciousness, the wanting characteristics tend to appear. Anger, hate, intense desire, lust, jealousy, etc. are negative vital traits; while domination, tendency to violence, etc. are examples of negative physical characteristics. And so we see how life evolved both a plethora of qualities in the human, both positive and negative, to enable the greatest variety of experience, from which we can evolve our nature and through that discovery experience delight. How to cite Character Traits of a Teenager, Papers

New Generation Anti-Depressants and SSRIS

Question: Describech about the New Generation Anti-Depressants And SSRIS. Answer: Introduction Depression is always counted amongst the most powerful psycho-social risk factor for the poor condition of cardiovascular prognosis even after the myocardial infarction (Hemingway Marmot, 1999). In fact, it is the most common phenomenon amongst old-age people causing greater affect on those who live in a community. (McDougall Mathews, 2007). According to a recent meta analysis, (Van Melle et Al, 2004), the depression after myocardial infarction associates particularly with the 2-2.5 fold higher risk of cardiovascular mortality, all-cause mortality as well as cardiovascular events. Additionally, the depression after myocardial infarction also emerges as a major source for poor life quality (Beck et al, 2001), incomplete recovery (Ladwig et al, 1994), delay in return towards work (Soderman et al, 2003), non-attendance in cardiac rehabilitation (Lane et al, 2001), and non-adherence (Carney et al, 1995). Particularly talking about the United Kingdom, the primary level of care that is rendered to the patients suffering from depression are antidepressant drugs. They were largely prescribed to the patients of all age groups (The NHS Information Centre, 2010). However, according to a distinctive systematic review conducted majorly over the older people, both SSRIs (Selective Serotonin Reuptake Inhibitors) and tricyclic antidepressants showed equivalent outcomes in efficacy, but there were higher chances of discontinuation associated with classical tricyclic antidepressants that may lead to several adverse effects. (Motram, Strobl Wilson, 2006). Looking at such systematic review, NICE (National Institute for Health Clinical Excellence) strongly recommends the practitioners to prescribe antidepressants only after considering their side effects along with the preferences of the patients. However, normally the selection should be made of a generic SSRI for treatment (NICE, National Clinica l Practice Guideline 90, 2009). While considering the patterns of the antidepressant treatment, it was found that SSRIs were amongst the most common class of drug prescriptions. The ten most common prescriptions of antidepressant drugs amongst practitioners may include Citalopram hydrobromide, fluoxetine hydrochloride, amitriptyline, dosulepin hydrochloride, paroxetine hydrochloride, sertraline hydrochloride, venlafaxine hydrochloride, mirtazapine, escitalopram and lofepramine. When tricyclic antidepressants were compared with SSRIs in terms of outcomes such as mortality, attempted suicides, strokes, fractures and epilepsy, it was found that SSRIs were associated with higher rates than tricyclic antidepressants. SSRIs like citalopram, fluoxetine and escitalopram were particularly associated with increased level of risk for hyponatraemia whereas sertraline and paroxetine were out of this risk. (Movig, 2002; Kirby, 2002; Jacob, 2006). However, increased risk rates for adverse reactions of drugs were associated with S ertraline and lofepramine. According to the study of SADHART (Glassman et al, 2002), Sertraline has been found as the safe treatment measure for patients suffering from depression after myocardial infarction. The tricyclic antidepressants are responsible for affecting the cardiac rhythm as well as conduction that can also turn out cardio-toxic for patients. Thus, the PDR (Physicians Desk Reference) strongly suggests taking close supervision or extreme precautions while prescribing these drugs to any patient having cardiovascular disease (Oradell, 1998). Although, limited long-term data is available, the researchers have suggested that using SSRIs is comparatively safer than any other antidepressant or tricyclic agent when it particularly comes to patients of cardiovascular diseases (Glassman, 1998). Moreover, while considering the efficacy or safety of these tricyclic antidepressants and SSRIs in introductory findings of a meta-analysis on antidepressant trials, no crucial difference was observed. (Goode, 1999). According to this analysis, the major provisions for safety were related to discontinuation of the treatment along with discontinuation resulting out of adverse effects. Particularly talking about UK, the treatment of depression is largely done by making use of antidepressant drugs among which the SSRIs are the most common. In the year 2009, in a community of England, about more than 39 million of antidepressants were prescribed across different ages that come across a 35 percent increase over the past five years (the NHS information centre, 2010). The increase in prescriptions for SSRIs was found about 47 percent whereas for other tricyclic antidepressants, the increase percentage was 18 percent. The major aim for conducting this meta-analysis is to research and examine the possible effects of using new generation anti-depressants and SSRIs on total cholesterol level of the patients over 16, or you can say to examine whether they have any side-effect or not. References: Beck, C. A., Joseph, L., Belisle, P.,et al(2001)Predictors of quality of life 6 months and 1 year after acute myocardial infarction.American Heart Journal,142,271 279. Carney, R.M, Rich, M.W, and Freeland, K.E.Major depressive disorder predicts cardiac events in patients with coronary artery disease.Psychosomat Med.1988;50:627633. Glassman, A. H., OConnor, C. M., Califf, R. M.,et al(2002)Sertraline treatment of major depression in patients with acute MI or unstable angina.JAMA,288,701 709. Goode E. New and old depression drugs are found equal.New York Times.March 19, 1999: A1. Hemingway, H. Marmot, M. (1999)Evidence based cardiology psychosocial factors in the aetiology and prognosis of coronary heart disease: systematic review of prospective cohort studies.BMJ,318,1460 1467. Jacob S, Spinler SA. Hyponatremia associated with selective serotonin-reuptake inhibitors in older adults.Ann Pharmacother2006;40:1618-22 Kirby D, Harrigan S, Ames D. Hyponatraemia in elderly psychiatric patients treated with selective serotonin reuptake inhibitors and venlafaxine: a retrospective controlled study in an inpatient unit.Int J Geriatr Psychiatry2002;17:231-7. Ladwig, K. H., Roll, G., Breithardt, G.,et al(1994)Postinfarction depression and incomplete recovery 6 months after acute myocardial-infarction.Lancet,343,20 23. Lane, D., Carroll, D., Ring, C.,et al(2001)Predictors of attendance at cardiac rehabilitation after myocardial infarction.Journal of Psychosomatic Research,51,497 501. McDougall FA, Matthews FE, Kvaal K, Dewey ME, Brayne C. Prevalence and symptomatology of depression in older people living in institutions in England and Wales.Age Ageing 2007;36:562-8. Mottram P, Wilson K, Strobl J. Antidepressants for depressed elderly.Cochrane Database Syst Rev2006;1:CD003491. Movig KLL, Leufkens HGM, Lenderink AW, van den Akker VGA, Hodiamont PPG, Goldschmidt HMJ, et al. Association between antidepressant drug use and hyponatraemia: a case-control study.Br J Clin Pharmacol2002;53:363-9. National Institute for Health and Clinical Excellence. Depression: the treatment and management of depression in adults (update). NICE, 2009. (National Clinical Practice Guideline 90.) Physicians Desk Reference (PDR) 1990.Medical Economics,Oradell, NJ;1990 Soderman, E., Lisspers, J. Sundin, O. (2003)Depression as a predictor of return to work in patients with coronary artery disease.Social Science Medicine,56,193 202. The NHS Information Centre Prescribing Support Unit. Prescription cost analysis: England 2009. The Health and Social Care Information Centre, 2010. Van Melle, J. P., De Jonge, P., Spijkerman, T. A.,et al(2004)Prognostic association of depression following myocardial infarction with mortality and cardiovascular events: a meta-analysis.Psychosomatic Medicine,66,814 822.

Vietnam Justified or Not free essay sample

Vietnam, although not technically considered a war was an extended conflict that still had to be justified to an American people. The Tonkin Gulf Resolution was the identification of this extended conflict and was declared by Congress in 1964 making this conflict official. This resolution was justified because it was declared by a competent authority and was seen as being the best thing for the American people at the time, even though today it receives a lot of pessimism from those same Americans. Many would say that we should not have been in Vietnam in the first place and that we were yet again pretending to play the role of global peacekeeper, others would say that we were just promoting our own interests. The U. S role in Vietnam first started in the late 50’s as a mission to help the French with their territory in Indochina. As U. S allies, the U. We will write a custom essay sample on Vietnam: Justified or Not? or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page S was obligated to help France in its territory and try to end any aggression towards them and if helping an ally, conflict is justified. The true extent of the United States involvement did not really start until the communist division of North Vietnam and South Vietnam after France lost control over its original territory. When asking whether the beginning of a conflict, if not war, is justified the party that is taking the action chiefly has to question whether the human rights of the citizens are put in question or not. As with any Capitalist nation, it is a goal to fight communism when possible on a global scale because it threatens the people of that country as a whole. This threat comes not only from the likelihood of the country to oppress its populace, but also because by fundamental nature, communistic countries do not trade with Capitalist ones. This conflict was also justified when examining Just War Theory because a country is allowed to protect itself from possible future aggression. One of the chief concerns held by the U. S was that China, another communist nation, would influence the continuity of communism in Vietnam and that Vietnam would be the next â€Å"domino† to strengthen communism as a whole. Another thing that should be examined closely is the overall point of the war in Vietnam, was it to introduce peace and stability to the region, or to win the war against communism. The young President John F. Kennedy, who was continuing the Vietnam War after taking office from Dwight Eisenhower, did not want to seem weak to other countries. Giving up against a communist power would make the U. S seem weak and give rise to a new rebellion against this western superpower. This â€Å"never back down† notion held onto a strong government sentiment to stay in Vietnam and helped to continue this aggression towards North Vietnam; whether it was justified or not. When analyzing Vietnam Just War Tradition must also be taken into account, this tends to set the stage for the proper conduct of war. When the U. S considered the possibility of maintaining a standing in Vietnam, it most certainly took into account the gravity of threat that the communist North Vietnam posed. As being seen as the next piece on the communist playing field the U. S felt that this â€Å"war† with Vietnam was a last resort to stopping global tyranny. Also, in the case of Vietnam there was a distinction that had to be made between combatants and non-combatants; in this case it was the difference between communist North Vietnam and French territorial South Vietnam. As a part of fighting North Vietnam, Americans were stationed in Southern Vietnam, one of the biggest things that America had to avoid was hurting non-combatants as to maintain friendly relationships and this could be extremely hard because of the use of extremely powerful weapons that some would consider heinous. Close to 200,000 North Vietnamese civilians were killed during the course of our stay making it hard to justify just such a military action. The use of incendiary weapons was very prominent in the heavily forested areas of Vietnam because of the thousands and thousands of miles of underground tunnels. The in-humanitarian use of heinous incendiary weapons was not outlawed until 1980 in a protocol in the Geneva Convention. The use of these incendiary weapons would be classified today as making the Vietnam War unjust because of the unnecessary suffering that the recipients of napalm and other flammable white phosphorus munitions received. But, did the ends, being the result, justify the means that were used during the war? Many would say that the answer to that question is no simply because of the senseless nature of the war itself. Yes, preventing a large spread of communism should be the goal of a Democratic nation, but is it worth the sacrifice of almost 60,000 American lives and countless other Vietnamese when almost 80% of the Vietnamese people supported this new regime and the leadership of Ho Chi Minh? These are all good questions to analyze retrospectively 50 years later, but what is important is whether the war was justified or not and whether more good was done than harm.

The Koster Site 9,000 Years on the Illinois River

The Koster Site 9,000 Years on the Illinois River The Koster site is an ancient, deeply buried archaeological site located on Koster Creek, a narrow tributary stream incised into the alluvial deposits of the lower Illinois River Valley. The Illinois River is itself a major tributary of the Mississippi River in central Illinois and the site lies only about 48 kilometers (30 miles) north of where Illinois meets the Mississippi today at the town of Grafton. The site is stunningly important in North American prehistory, for its well-preserved human occupations dating back nearly 9,000 years, and the impact of its discovery so deep within the alluvial fan. Chronology The following chronology is derived from Struever and Holton; the horizons were what was visible in the field, although later analysis proved there were 25 distinct occupations in Kosters stratigraphy. Horizon 1, Mississippian, AD 1000-1200Horizon 1b, Middle-Late Woodland (Black Sand phase), AD 400-1000Horizon 2, Early Woodland (Riverton), 200-100 BCHorizon 3, Late Archaic, 1500-1200 BCHorizon 4, Late Archaic, 2000 BCHorizon 5, Middle-Late ArchaicHorizon 6, Middle Archaic (Helton phase), 3900-2800 BC, 25 human burialsHorizon 7, Middle ArchaicHorizon 8, Middle Archaic, 5000 BCHorizon 9, Middle Archaic, 5800 BCHorizon 10 Early-Middle Archaic, 6000-5800 BCHorizon 11, Early Archaic, 6400 BC, 9 human burials, 5 dog burialsHorizon 12, Early ArchaicHorizon 13, Early Archaic (Kirk notched point), 7500-6700 BCHorizon 14, sterile At the surface, Koster covers an area of approximately 12,000 square meters (about 3 acres), and its deposits extend more than 9 meters (30 feet) into the rivers alluvial terraces. The site is at the contact between the limestone bluffs and upland loess plains to the east and the Illinois River floodplain to the west. Occupations present within the date of the deposit from Early Archaic through the Mississippian period, radiocarbon-dated to between about 9000 to 500 years ago. During most of the prehistoric occupation of the site, the Illinois River was located 5 km (3 mi) to the west with a seasonally fluctuating backwater Lake within one km (half-mile). Chert sources for making stone tools are in the nearby limestone bluffs lining the valley and included Burlington and Keokuk, sources which vary in quality from fine-grained to coarse-grained. Site Discovery In 1968, Stuart Struever was a faculty member in the anthropology department at Northwestern University in Evanston, Illinois. He was a down-stater, however, having grown up far from Chicago in the small town of Peru, Illinois, and he never lost the ability to speak the language of the down-stater. And so it was that he made true friendships among the landowners of the Lowilva, the local name for the Lower Illinois Valley, where the Mississippi River meets Illinois. Among the life-long friends he made were Theodore Teed Koster and his wife Mary, retired farmers who just happened to have an archaeological site on their property, who just happened to be interested in the past. Struevers investigations (1969-1978) at Koster farm revealed not only the middle and early late Woodland materials reported by the Kosters but a stratified multi-component archaic period site of astonishing depth and integrity. Archaic Occupations at Koster Beneath the Koster farm lies evidence of 25 different human occupations, beginning with the early Archaic period, around 7500 BC, and ending with the Koster farm. Village after village, some with cemeteries, some with houses, beginning some 34 feet below the modern Koster farmstead. Each occupation was buried by the deposits of the river, each occupation leaving its mark on the landscape nonetheless. Probably the best-studied occupation to date (Koster is still the focus of many graduate theses) is the set of Early Archaic occupations known as Horizon 11, dated 8700 years ago. Archaeological excavations of Horizon 11 have revealed a thick midden of human occupation residues, basin-shaped storage pits and hearths, human graves, diverse stone, and bone tool assemblages, and floral and faunal remains resulting from human subsistence activities. Dates on Horizon 11 range from 8132-8480 uncalibrated radiocarbon years before the present (RCYBP). Also in Horizon 11 were the bones of five domesticated dogs, representing some of the earliest evidence for the domestic dog in the Americas. The dogs were purposefully buried in shallow pits and they are the earliest known dog burials in North America. The burials are essentially complete: all of them are adults, none exhibit evidence of burning or butchery marks. Impacts In addition to the vast amount of information garnered about the American Archaic period, the Koster site is also important for its long-term interdisciplinary research efforts. The site is located near the town of Kampsville, and Struever set up his lab there, now the Center for American Archaeology and a major center of archaeological research in the American Midwest. And, perhaps most importantly, the Northwestern University excavations at Koster proved that ancient sites could be preserved hidden deep beneath the valley floors of major rivers. Sources Boon AL. 2013. A Faunal Analysis of the Eleventh Horizon of the Koster Site (11GE4). California: Indiana University of Pennsylvania.Brown JA, and Vierra RK. 1983. What happened in the Middle Archaic? Introduction to an ecological approach to Koster Site archaeology. In: Phillips JL, and Brown JA, editors. Archaic Hunters and Gatherers in the American Midwest. New York: Academic Press. p 165-195.Butzer KW. 1978. Changing Holocene Environments at the Koster Site: A Geo-Archaeological Perspective. American Antiquity 43(3):408-413.Houart GL, editor. 1971. Koster: a stratified archaic site in the Illinois Valley. Springfield: Illinois State Museum.Jeske RJ, and Lurie R. 1993. The archaeological visibility of bipolar technology: An example from the Koster site. Midcontinental Journal of Archaeology 18:131-160.Morey DF, and Wiant MD. 1992. Early holocene domestic dog burials from the North American Midwest. Current Anthropology 33(2):225-229.Struever S, and Antonelli HF. 2000. Koster: Ameri cans in Search of their Prehistoric Past. Long Grove, Illinois: Waveland Press. Wiant MD, Hajic ER, and Styles TR. 1983. Napoleon Hollow and Koster site stratigraphy: Implications for Holocene landscape evolution and studies of Archaic period settlement patterns in the Lower Illinois Valley. In: Phillips JL, and Brown JA, editors. Archaic Hunters and Gatherers in the American Midwest. New York: Academic Press. p 147-164.

Top 10 Highest Paying Nursing Jobs

Top 10 Highest Paying Nursing Jobs if you’re going into nursing for the money, you are probably not choosing a career for the right reasons. still,  knowing what salary to expect can definitely help you plan your career. across the field of medicine and across the country, salaries can vary based on location and experience factors, but scrubsmag has rounded up the available data for you to consider. according to the u.s. bureau of labor statistics, the top pay group for nurses includes nurse anesthetists, nurse midwives, and nurse practitioners (median salary $96,460, and the top 10% of earners can receive as much as $161,030). payscale.com reports the following stats and averages:  1. nurse anesthetistmedian  total annual salary*: $133,115 total salary annual range*: $83,449–$185,065 median hourly rate: $69 hourly range: $30.09–$95.05  2. psychiatric nurse practitionermedian total annual salary: $90,376 total salary annual range: $71,109–$127,386 median hourly rate: $50 hourly rang e: $35.66–$80.21  3. adult nurse practitionermedian total annual salary: $88,199 total annual salary range: $75,016–$114,185 median hourly rate: $46 hourly range: $35.86–$60.23  4. certified nurse midwifemedian total annual salary: $86,013 total annual salary range: $69,564–$109,650 median hourly rate: $45 hourly range: $36.21–$54.63  5. family nurse practitionermedian total annual salary: $84,239 total annual salary range: $69,705–$110,359 median hourly rate: $44 hourly range: $34.86–$58.26  6. nursing directormedian total annual salary: $83,029 total annual salary range: $56,340–$122,462 median hourly rate: $37 hourly range: $24–$55.30  7. clinical nurse specialistmedian total annual salary: $81,305 total annual salary range: $61,674–$117,969 median hourly rate: $40 hourly range: $29.94–$63.96  8. clinical nurse managermedian total annual salary: $75,965 total annual salary range: $53,845†“$100,567 median hourly rate: $33 hourly range: $22.88–$45.26  9. registered nurse supervisormedian total annual salary: $65,854 total annual salary range: $48,761–$89,544 median hourly rate: $29.87 hourly range: $22.94–$40.66  10. charge nursemedian total annual salary: $65,265 total annual salary range: $47,670–$85,918 median hourly rate: $29.04 hourly range: $22.40–$39.06

Critical Thinking Reflection Essay Example | Topics and Well Written Essays - 750 words

Critical Thinking Reflection - Essay Example Most government in the world are developing methods to improve on the lives of their citizens. America is no exception. This part of the paper will be looking at how America can reduce its citizens’ poverty. There are several methods through which the issue of poverty can be addressed. The most important is through creating jobs. The best pathway to avert poverty is through a decent income. America needs about 5.6 million new jobs so that the country can avoid heading deeper into poverty (Sherman, 2011). To create jobs, the federal government should consider investing in strategies such as rebuilding infrastructure, renovating abandoned housing structures, developing non-renewable energy, and so on. Raising the minimum wage is also another method of combating inequality. Today’s minimum wage is $7.25 which cannot be able to lift a family of three out of poverty. If the minimum wage is raised from that figure to about $10.10, nearly 20 percent of children will see their parents receive a raise which will reduce poverty (Wage & Primer, 2014). Gender inequality is one of the contributing factors of poverty in most parts of the world. Women usually earn less than their male counterparts even when they are doing the same job and have same level of qualification. If the wage gap is closed, poverty in women will be cut by half and will add almost half a trillion dollars to the US GDP (Seguino, 2009). To bridge this gap, employers should be held accountable if they have any discriminatory salary practices. The above question required the use of critical thinking to develop not only a logical but also relevant and accurate response. In America, poverty is not as pervasive as it is in countries for instance in Asia or Africa. The process of critical thinking helped in gathering the information presented in Part â€Å"1† of the paper. To identify the actual number of people that are in poverty, it is crucial to first understand and define what poverty is, which I

Michael Eisner's Walt Disney company Essay Example | Topics and Well Written Essays - 1250 words

Michael Eisner's Walt Disney company - Essay Example Based on his interest in cartoons, Walt entered into a partnership to form â€Å"Iwerks-Disney Commercial Artists,† an initiative that made Disney develop an interest in the work of animation. To advance in his new career, Walt decided to borrow a camera from an advertising company, which encouraged him do develop further interest in Animation. Based on this drive, he managed to create the â€Å"Laugh-O-Gram Studios.† As his interest advanced in the field of animation, he opted to establish his firm after forming an agreement with Frank Newman to play the cartoons that Disney made in his theatre (Wasko, 2013). Initially, â€Å"Laugh-O-Gram Studios† became relatively big before going bankrupt in Kansas City. A mouse, Mickey, inspired â€Å"Oswald† creation later on. This resulted in the phrase â€Å"It All Started with a Mouse.† However, after Disney lost the rights he had in â€Å"Oswald,† he embarked on the road to creating his unique character, the â€Å"Mickey Mouse.† During this time, Technicolor was taking shape in the industry, making it possible for Walt to introduce additional characters in his work. He won an award in 1932 after Mickey emerged as the most common cartoon in the animation history (Wasko, 2013). Driven by the urge to create a full film, Disney initiated working on â€Å"Snow White† in 1934. He accomplished this initiative in 1937. This emerged as one of the highly successful film for 1938, which fetched more than $8 million for the company. Presently, this figure is equivalent to $132,671,390. After the success of â€Å"Snow White,† Disney embarked on a path to create Fantasia and Pinocchio. With the growth of Disney, Walt went to Hollywood and established the Walt Disney Studio before it went into debt. Here, although movies would not be considered as financially successful in the case of Disney, they had some degree of popularity (Wasko, 2013). Furthermore, during the World War II era, Disney was

Creation Myths Essay Example for Free

Creation Myths Essay Creation myths are present in all cultures of the world, and while these stories reflect very different beliefs of creation, they also possess many similarities as well. Each culture from around the world has developed beliefs and cosmogony that help them to understand the most ancient and primordial of questions: where did we come from? Ancient civilizations bore stories of primitive worlds, gods, and creators who sprung forth to create the world we live in and who created the first man and woman. Experts have come to find that there are common themes of creation myths which all myths can be classified into; accretion and conjunction stories, secretion stories, sacrifice stories, division or consummation stories, earth-diver stories, emergence stories, two-creator myths, deus faber (the maker god), and ex nihilo (out of nothing). Some cultures usually bear more than one type of theme for creation. Two creation myths that bare similarities and differences are the Norse and Egyptian. The theme of Norse creation is based on accretion and conjunction, secretion, and two-creator myths, while Egyptian creation myths follow the themes of secretion, deus faber, and ex nihilo (Leonard McClure, 2004). Norse creation myths spring forth from the Swedish and Scandinavian cultures. The Norse myth begins in a world called Ginnunngagap, which was the earth before the heavens were created and before any living thing existed. In the Southern end of Ginnungagap was a land called Muspelheim, a fiery realm of fire and poison, and to the North was a land of ice and cold called Niflheim. The gods that came after, created Midgard which was the middle land born from the great Yggdrasil tree; a pleasant and habitable place for humans. The gods resided in a different realm in the center of the earth called Asgard; from Asgard, the gods watched over all of mankind. The elements that exist in these worlds are plants, soil, water, wind, mist, ice, and fire (Brancaccio, Tonk, Van Driel, Passantino, 2012). The world before time in Egyptian creation was called Nu. Nu was the dark swirling waters of nothingness and chaos. Atum the creator, a sexless being, sprung forth ex nihilo from the waters of Nu, and through secretion, bore a son and daughter who created earth and sky. Elements of this world are water, rain, earth, plants, and wind (Brancaccio, Tonk, Van Driel, Passantino, 2012). The creators in Norse mythology began with the first three beings; Ymir a male frost giant, Buri a male god, and Buri’s wife, the first goddess. Audhumla was the first animal who licked free from the ice Buri and his wife. Audhumla was also the one who gave Ymir sustenance through its milk. Buri and his wife the goddess, bore three sons; Odin, Vili, and Ve. These three sons killed and dismembered the giant Ymir, whose corpse then created the world. Ymir’s flesh became the land, his blood became the sea, skull became the dome of sky above, his bones became mountains, and his hair became the grass and trees. Odin then stole sparks of fire from the land of Muspelheim, to create the sun, moon, and stars. Destroyers of this world came later in Norse mythology with the introduction of other beings and giants that bring forth Ragnarok, the time of destruction of Midgard. Surt is the guard and giant of Muspelheim who destroys the heavens with his fiery sword. Hati and Skoll are wolves the chase the sun and moon, are the destroyers of these celestial beings. The frost giant Loki, along with Fenrir, and the World Serpent are also released by Surt to aide in the destruction of the world (Rosenberg, 2006). In Egyptian myths, the main creator was called Atum. He was neither male nor female, possessed an all seeing eye. He joined with his shadow and bore a son from his spit called Shu, and from his vomit, a daughter called Tefnut. Shu was made the god of air, and Tefnut the goddess of moisture, they were responsible for sorting out the chaos of the universe into a perfect balance called maat. These two produced children, one male and one female, Geb and Nut, who were then separated to create the earth and sky. Other gods were also created who each had an individual responsibility in creating maat, these gods were Isis queen of the gods, Hathor the goddess of love and beauty, Osiris the god of wisdom and justice, Seth the god of evil, Thoth the god of wisdom, and Nepthys the protector of the dead (Brancaccio, Tonk, Van Driel, Passantino, 2012). Cosmic occurrences in Norse creation played a great role in the creation of the first beings and the first world. The mingling of fire and ice caused the melting of a mountain which produced the first being Ymir, the frost giant. Celestial bodies such as the sun and stars were created of fire sparks from the Land of Muspelheim. The role of cosmic occurrences in Egyptian creation was expressed by celestial beings becoming the creators of natural phenomena. Nut the sky goddess gave birth to the sun every day, and also produced rain that fell upon the earth to grow plants. The cycle of rainfall, sunrise, and sunset were all thought to be produced by the gods. The similarities shared amongst the Norse and Egyptian myths were evident in the several aspects and themes. For one, both Creators Ymir and Atum, were deus faber meaning that they alone were the first creators, they also both arrived into their respective worlds ex nihilo, out of nothingness. Secondly, Ymir and Atum created other beings through secretion; Ymir created beings through his sweat, and Atum created man with his tears. In both myths, many lesser gods were created to govern over natural phenomenon, and played roles in the cycles of death and rebirth. The difference between the two cultural myths is the fact that Norse creation was born out of violence and violent acts. Gods were constantly in battle; the theme of good and evil play a large part in Norse myths. Egyptian myth presented the need to bring peace and order to the chaotic world of Nu. The gods and goddesses main role was to find balance and Maat. In conclusion, world creation myths have similarities as well as differences. The commonality between them all is that they serve to fulfill the same need which is the need to understand the world around us and understand our origins. Earlier cultures have pondered over the beginning and creation as we still do in this day and age.

The Character Development Program of Charlotte-Mecklenburg Schools :: Education CMS Essays

The Character Development Program of Charlotte-Mecklenburg Schools Charlotte-Mecklenburg Schools (CMS), with the support of The University of North Carolina at Charlotte, recently received a four-year, 1.83 million dollar grant from the United States Department of Education to implement a character development program for students. This program is designed to integrate character development into classroom instruction and to ensure parental and community involvement in character development initiatives. The program has existed for one year. The purpose of this paper is to overview the goals and activities of the program. The program goals are to: (1) enhance character development among CMS students; (2) identify the extent to which students in the treatment group exhibit fewer instances of negative behavior as a result of exposure to character development activities; (3) enhance the understanding and involvement of parents and families in school-based character education efforts; and (4) increase the involvement of the faith and social communities in school-based character education efforts in CMS. The goals of the program are being measured through multiple data collection techniques  ¡V surveys, interviews, focus groups, observations, and review of existing data. Evaluation of the program is both formative and summative. Using a quasi-experimental design with carefully matched comparison conditions, twenty-five elementary, middle, and high schools with more than 24,000 students (i.e., the treatment group) are being exposed to an array of character development initiatives. These schools have been matched with demographically similar schools (i.e., the control group) that are not receiving these initiatives. Baseline data for goals and objectives were obtained during the 2002-2003 school year for the purpose of comparison with data obtained during subsequent years of the program. We expect that this program will decrease office referrals and suspensions, increase attendance, and increase the number of students participating in service learning at a statistically significant level. In addition, we expect that Parent-Teacher Association attendance and parental awareness of good character will increase. Also, we anticipate an increase in involvement in schools of the faith and business communities, a fusing of character and religious teachings within the faith community, and an increase in the in-kind and financial support of the schools from the business and social community. During the next three years, CMS central office will support the treatment schools' efforts to enhance character development by: . Developing a guide for parents that describes how families can teach and model

Are Wars Necessary?

Are Wars Necessary? I think, there are quite few people who actually believe that the war is something good, wholesome and useful. It is and has always been one of the worst and most disgusting, destructive events that can happen. But it is to the same degree wrong to accuse it of all the deadly sins existing in the world. Although war is always evil, sometimes it is the lesser evil, in some cases it is inevitable.I, of course, don’t support the idea that the war is necessary in socio-economical sense – there is such a point of view, stating that the war is the motive power of progress and effective method of keeping demographic situation stable. Of course, some inventions were first applied in military, but also because this research has always been better supplied. And, although a lot of people die in the course of wars, it is not enough to really influence demographics, especially nowadays.I am speaking about the war as the conflict of interests and state that yes, i n certain situations war is necessary and even turns out into a thing to be proud of. War may be offensive and defensive and, just like in the case of self-defense, in the event of armed attack from another country any kind of violence used in retaliation is acceptable, because any other course of action will mean suicide.Looking at the same analogy, there is no much difference between a country attacking another country from a mugger on the street. The fact that the offenders are numerous, wear uniforms and deliver speeches makes absolutely no difference. Read more: http://www. paperwritings. com/free-examples/essay-about-war. html#ixzz2DxD5bCkQ

Viewing Mrs. Dalloway Through the Lens of “Modern Fiction”

In â€Å"Modern Fiction,† Virginia Woolf comments on the flaws of modernist writers such as Wells, Bennett, and Galsworthy.   Their narrow focus on the material and lack of affinity for the spiritual or realistic, is evidence enough that they have fallen short in the literary sense.   In Mrs. Dalloway, Woolf explores connections with truth, reality, and that which is above the material through her narrative techniques, complex imagery, and provoking themes, thus emphasizing through Mrs. Dalloway what she has so adamantly called for in â€Å"Modern Fiction.†Woolf possesses the ability to create a work of fiction that evokes a pleasant reading experience for the reader without utilizing a central plot.   In Mrs. Dalloway, Woolf chooses to explore the narrative possibilities of bringing several characters through one single day in time.   This narrative technique works well in a text that mainly focuses on Mrs. Dalloway’s world view, her inner workings, and her exploration and sensory experience of the world surrounding her.The organizational structure of the novel challenges Woolf to create characters that are deep enough to be realistic while dealing with only one day of their lives.   Woolf creates within the character of Clarissa the inherent sense of the magnanimity of living one day in time.   Clarissa â€Å"had a perpetual sense, as she watched the taxi cabs, of being out, out, far out to sea and alone; she always had the feeling that it was very, very dangerous to live even one day† (16).Through Clarissa, Woolf creates a sense of the complexity each day is capable of bringing to individual characters, thus calling her readers to â€Å"look within life†¦examine for a moment an ordinary mind on an ordinary day.   The mind receives a myriad impressions—trivial, fanstastic, evanescent, or engraved with the sharpness of steel† (3).   Clarissa, through her sensory perception of the world around her, feels the danger of living even one day.Woolf’s embrace of the realistic and spiritual aspects of the world, asserted in â€Å"Modern Fiction,† are set up within this novel so that those views will be challenged.   Through the character of Clarissa, struggling through one day in time, Woolf compels the reader to consider the possibilities beyond the material world.   This narrative technique moves the action forward, and simultaneously delves into the life and inner workings of Clarissa, baring her soul to the reader and opening up the possibilities and realities of the spiritual world.Woolf also employs imagery that similarly challenges the reader to explore the possibilities of what lies beyond the material.   The imagery of death is quite prevalent in the text, and these images are mainly viewed through Clarissa, as she makes sense of her life.   Critic Jacob Littleton, in his article, â€Å"Portrait of the Artist as Middle-Aged Woman,† asserts that b ecause Clarissa possesses a â€Å"heightened view of existence,† she always possesses a â€Å"preternaturally vivid awareness and fear of the termination of the existence she loves so much† (38).Clarissa’s â€Å"fear of termination† resonates most clearly in her isolated attic bedroom.   The image of her bedroom symbolizes loneliness and death, and serves as a place where Clarissa frequently contemplates these subjects.   Her bed, â€Å"no longer the marriage bed symbolizing fertility, is symbolized by her fertile mind as shrinking into her world in a way that other outlooks available to her do not† (40).   She has no one but herself in which to rely, and this is evidenced through her continual fascination with the concept of death and the end of existence.Clarissa’s transcendental theory, which she uses as a reference to inform herself of the realities of the spiritual realm, causes her to surmise that â€Å"since our apparitions, th e part of us which appears, are so momentarily compared with the other, the unseen part of us, which spreads wide, the unseen might survive, be recovered somehow attached to this person or that, or even haunting certain places after death†¦perhaps—perhaps† (79). The image of the spiritual transcending death through means of apparitions is another powerful image within the text, and interlocks with the image of death and presents itself simultaneously.In the case of Septimus, Clarissa is able to feel a connection with him after he has died that seems to transcend death.   She assimilates herself with him after he took his life.   She knows that â€Å"she felt glad that he had done it; thrown it away†¦He made her feel beauty; made her feel the fun.   But she must go back.   She must assemble† (185).   Mrs. Dalloway sees herself in Septimus, even though she has never encountered him face-to-face; she sees something in Septimus that she desires fo r herself.Woolf, through Clarissa’s transcendental theory and interactions with the image of Septimus, uses Clarissa’s experience to assert her own views on the spiritual aspect of reality.   There is something far above the material that causes Clarissa to feel this affinity with Septimus.   There is something beyond herself that calls her to him, thus causing her to desire his fate for her own.   The power of the imagery of death and the ability to transcend it is fully realized in the doubling of Clarissa and Septimus.Lastly, Woolf uses themes that connect reality with the spiritual realm in an attempt to further her thesis in â€Å"Modern Fiction,† for fiction to be modern and worth reading, it must explore that which is above the material world.   Woolf’s main concern in the novel seems to be the inner workings of Mrs. Dalloway, her thought processes, and how she engages with the world surrounding her.   Woolf juxtaposes Clarissa’s i nternal self with her external world, thus setting up one of the most prevalent, resonant themes within the text, and it is â€Å"against this system that Woolf places a world of private significance whose meaning is wholly irreducible to facts of the external world† (37).This struggle between the internal and external surrounds not only Clarissa, but her double, Septimus, and thus permeates the novel.   Personality, according to Ellen Bayuk Rosenmann, in her article, â€Å"The Invisible Presence,† seems to be a â€Å"private fact,† which is far â€Å"alienated from public and political culture† (77).   Society at large is able to neither appreciate nor understand the inner workings of the soul, and thus stands at a distance.Woolf asserts in â€Å"Modern Fiction,† that â€Å"Whether we call it life or spirit, truth or reality, this, the essential thing, has moved off, or on, and refuses to be contained any longer is such ill-fitting vestments as we provide† (3).   In essence, the separation between the internal (soul) and the external (material world) is not navigable.   Mrs. Dalloway is forced to break down the material barriers that bar her from knowing herself, and delve into the depths of her soul to find the spiritual, the truth.Another fascinating theme within the text is the intriguing concept of human interaction.   Characters within the novel are being continually merged together through their experiences and through their own imaginations and memories as well (Littleton 39).   One of the most interesting examples of this is the relationship between Mrs. Dalloway and Septimus.   Clarissa never visually sees Septimus, yet he is the most significant part of her day.   Clearly, Woolf is merging the two characters together, yet she blurs the lines a bit, thus furthering her assertions in â€Å"Modern Fiction,† that â€Å"life is not a series of gig lamps symmetrically arranged; life is a lu minous halo, a semi-transparent envelope surrounding us from the beginning of consciousness to the end† (4).Septimus is a part of Clarissa’s consciousness, even though she does not realize it.   His life has a large impact of Clarissa, and he is the sole character that compels her to remain true to her soul. Critic J. Hillis Miller, in his article, â€Å"Repetition as Raising the Dead,† explains that â€Å"no man or woman is limited to him or herself, but each is joined to the others†¦diffused like a mist among all the people and places he or she has encountered† (173).   The characters are connected on various levels, and Woolf shows this connection quite acutely through the lens of Lady Bruton as she muses about the way in which Hugh and Richard remain with her after they leave, â€Å"as if one’s friends were attached to one’s body, after lunching with them, by a thin thread, which†¦became hazy with the sound of bells, striki ng the hour† (112).This statement furthers Woolf’s ideal that there is an inherent spiritual connection within human beings, a â€Å"thin thread† which connects humanity.   The interaction between the characters is remarkable, as Woolf continues to assert that there is a spiritual connection between human beings that surpasses any material, physical connection (8).Through means of narrative technique, fascinating imagery, and compelling themes, Woolf continues to assert her thesis in â€Å"Modern Fiction,† that fiction must be concerned with the reality of life, its inherent truth and spirituality.   If fiction is only willing to explore the material, it will do a disservice to humanity, for there is a world beyond the material that begs to be explored.   In Mrs. Dalloway, Woolf explore this other world, and brings to light fascinating possibilities that lie far beyond that realms of the material.Works CitedLittleton, Jacob. â€Å"Mrs. Dalloway: Por trait of the Artist as a Middle-Aged Woman.† Twentieth Century Literature. Hempstead: Spring 1995. 41:1, 36-48.Miller, J. Hillis. â€Å"Repetition as Raising the Dead.† Virginia Woolf. Ed. Harold Bloom. New York: Chelsea, 1986.Rosenmann, Ellen Bayuk. â€Å"The Invisible Presence: Virginia Woolf and the Mother Daughter Relationship.† Baton Rouge: Louisiana State UP, 1986.Woolf, Virginia. Mrs. Dalloway. New York: Harcourt, 1925.Woolf, Virginia. The Common Reader. 1st edition. 1925.

Licencia de conducir para indocumentados en California

Licencia de conducir para indocumentados en California En cumplimiento de la ley AB60 los inmigrantes indocumentados que tienen su residencia habitual en California pueden sacar la licencia de conducir.   Esta ley ha sido todo un à ©xito. Comenzà ³ a aplicarse con fecha del 2 de enero de 2015 y, en su primer aà ±o, 830,000 migrantes indocumentados obtuvieron su licencia. Es decir, la mitad del total de conductores que obtuvieron su documento eran indocumentados. En este artà ­culo se explica en 7 puntos lo que se debe de tener en cuenta y que facilita entender todos los pasos en la tramitacià ³n de la licencia, particularmente quà © documentacià ³n se puede presentar para probar identidad y residencia. Cà ³mo hacer una cita para los exmenes para sacar la licencia Marcar al 1-800-777 o ingresar en la pgina oficial de DMV de California (en espaà ±ol). Y asà ­ cerrar la cita. Antes de hacer gestiones para sacar la licencia, tener muy presente que si se ha utilizado una licencia bajo un nombre falso, eso es delito de fraude y podrà ­a ocasionar problemas. En estos casos, consultar con un abogado o una organizacià ³n de apoyo a inmigrantes para estudiar el caso. Quà © hay que hacer ANTES de cerrar la cita para los exmenes Si en el momento de solicitar la licencia de conducir  se tienen  tickets (multas)  sin pagar no se podr obtener. Hay que pagar la totalidad de lo que se debe o, si es mucho, cerrar un acuerdo para pagar a plazos. Recordar que las condenas por DIU (manejando mientras intoxicado por alcohol y drogas) es una falta grave, est incluida entre las causas que convierten a un inmigrante en prioridad para deportacià ³n.   Quà © exmenes hay que rendir para sacar la licencia Son necesarios dos exmenes:  uno de manejar y otro de conocimientos sobre leyes de trfico, seà ±ales, etc. Este examen de conocimientos se puede rendir en inglà ©s y tambià ©n en otros idiomas, como el espaà ±ol o el mixteco, el trique y otras lenguas indà ­genas.  En la pgina web de DMV hay ejemplos de exmenes de manejo  que se pueden utilizar para practicar. Tambià ©n se puede acudir a organizaciones sin fin de lucro  que brindan servicios para preparar el test. Quà © documentacià ³n se necesita para que los indocumentados puedan obtener una licencia de manejar en California Entre los documentos que se necesitan para sacar la licencia de conducir habr que mostrar los que prueben  la identidad del inmigrante  y tambià ©n los que  prueben que efectivamente reside  en el estado de California: Para identificarse: Suficiente UN (1)  documento: Tarjeta Federal Electoral vlida de Mà ©xico. Si no se tiene, mirar las siguientes opciones.O mostrar dos (2) documentos de entre los siguientes: Tarjeta de identificacià ³n vlida de Guatemala, Tarjeta de identificacià ³n vlida de Perà º, pasaporte extranjero vlido de cualquier paà ­s, tarjeta ID con foto emitida por el gobierno federal, tarjeta consular de Mà ©xico, Ecuador o Guatemala. En estos casos el DMV comprobar con el gobierno que emitià ³ el documento que es verdadero. Por ejemplo, chequear con los consulados sobre la tarjeta consular y con los gobiernos extranjeros sobre los pasaportes. Si no es posible obtener dos de esos documentos, entonces:O mostrar dos (2) documentos de entre los siguientes: Pasaporte extranjero expirado, pero que tiene una fecha de emisià ³n de 2005 o posterior, o un certificado de nacimiento que ha sido emitido  en los à ºltimos seis meses a la fecha de aplicacià ³n de la licencia por la autoridad del paà ­ s en el que se nacià ³ y que adems tiene una foto del aplicante y que adems est traducida al inglà ©s por el consulado y contiene una certificado con Apostilla. O una tarjeta I.D. emitida por el gobierno federal con una foto actual. Si tampoco es posible obtener estos documentos: O solicitar una entrevista con un investigador del DMV  que puede tener en cuenta documentos diversos como  transcrips  de escuela con fecha de nacimiento de solicitante, aplicacià ³n de asilo,  forma I-20 para estudiantes internacionales, forma DS-2019 para los que han tenido una visa J-1, licencias de matrimonio y/o divorcio, licencias de manejo de otros paà ­ses, planillas de impuestos, etc. Antes de presentar estos papeles verificar las caracterà ­sticas que deben tener en cuanto a idioma, traduccià ³n, fechas, fotos, autoridad que las emite, etc. Documentos para probar la residencia en California Presentar uno (1) de los siguientes documentos: Escritura de hipotecaLease  de vivienda con fecha de inicio del alquiler y firmas del inquilino y del arrendador.Tà ­tulos de propiedades inmobiliarias.Facturas de  utilities  con direccià ³n y nombre.Rà ©cords mà ©dicosRà ©cords de pago de impuestos federales o al estado de CaliforniaRà ©cords de pago de impuestos sobre bienes raà ­ces (property tax bill)Confirmacià ³n de cambio de direccià ³n emitido por el Servicio de Correos (forma CNI. 107)Licencia de matrimonio o documentos sobre parejas civiles (domestic partners) con la direccià ³n de residencia.Rà ©cords de bancosDocumentos emitidos por el gobierno federal Los padres o guardianes de  menores de edad  puede testificar en la  aplicacià ³n el lugar de residencia del menor. Todo lo que hay que saber sobre la mayorà ­a de edad en Estados Unidos. Cul es el costo El  costo  de la licencia es de  $33. Para quà © puede utilizarse esta licencia de manejar La licencia de manejar para indocumentados de California sà ³lo se podr utilizar para conducir y para comprar un seguro para el auto. No puede utilizarse como I.D. para, por ejemplo, abrir una cuenta en un banco. Hay que saber que la licencia para indocumentados luce distinta de la que tienen el resto de californianos. En la parte frontal tiene escrito la frase (FEDERAL LIMITS APPLY) y por eso es fcil identificarla.   A tener en cuenta Estar alerta y evitar fraudes, por ejemplo, comprar para uso errà ³neo una licencia internacional de manejar. Si se viaja a menos de 100 millas de la frontera es posible encontrarse en carretera con un control migratorio interno. Y si se es detenido o arrestado (manejando o de otra manera) estos son 7 derechos que tienen los indocumentados. Por à ºltimo, California es el estado con ms inmigrantes indocumentados en todo Estados Unidos con ms de 2.4 millones de personas en esa situacià ³n migratoria. Reconociendo esa realidad,muchas ciudades han optado por proteger a todos los miembros de su comunidad mediante una polà ­tica de ciudades santuario  y tambià ©n reconociendo beneficios sociales. Disfrutar California Por à ºltimo, para las personas que residen o visitan California, puede ser de interà ©s estas 7  recomendaciones para obtener boletos baratos para Disneyland, en Anaheim, California. Este artà ­culo no es asesorà ­a legal. Sà ³lo tienen carcter informativo.

Capital One Case Study Essay Example for Free (#3)

Capital One Case Study Essay 1. What is Capital One’s business and who are their competitors? Capital One’s business deals with a bank financial servicing company. They specialize specifically in banking, credit cards, home loans, auto loans and savings products. Capital One was founded by Richard Fairbank and Nigel Morris in 1988. Fairbank highly focused on the marketing and customization of credit card use and information. The company is very analytical and is very technological when gathering data information. They were basically put together centering around the idea of technology within the company itself. Some of their direct competitors would be against Bank Of America, American Express and Barclay’s bank. 2. What is their strategy to grow profitably and compete? Give examples. Capital One was put together with technology right at the core of their business. This makes them different from their competitors since most other companies had a business model first before technology was every involved. The technological part of their company is very important since they use it to analyze and comprehend their customers characteristics such as credit risk. This is basically their way of improving customer service and to increase profitability. Fairbank developed a data machine that was able to access a customer risk factor from each product as well as detect fraud. At Capital One’s point of inception, the online communication was making its way in our society so the company focused on highly internet marketing. This strategic action lead to 2.5 millions customers signing up as this online banking systems was the new and improved way to make payments. 3. How do they use information to implement their strategy? What kinds of information do they use and where does it come from? They vastly use their information system and technology to help during day to day activities. Their main use of this information is to analyze customer data and make appropriate suggestions and choices regarding their marketing strategy. They implement many â€Å"tests† and have used their idea of diving up their customer population by segmenting their data. This was a success and was a high profit for capital one. This lead to their improvement of customer relationships since they had vast information of them and had technology that could easily access and identify their customers through a digital fingerprint. This company focuses on personal information from their customer base to make decisions and access which one of them will be able to pay them back after a loan. One of the ways capital one has access this information is through the post office’s file and other checking agencies as well. Capital one basically takes information from any pertinent source that can provide then with reliable data. 4. List and describe the information technologies used to support their strategy? Information-based strategy – company focuses on high credit risk\low credit risk – this helps them comprehend their customer’s data and to make sure that their choices are made with those people who are actually going to pay them back – their information-based system collects and analyzes the information which helps them market to their customers as it attracts various aspects of customer’s needs Data Warehouse & Mining Infrastructure – this is to support their information based system while having shared communication between different branches – Their offices in UK and US can have clearly make accurate decisions since they can both have access to each others database – This software analyzes their customer data with such intelligence that it is used to help them with final decision making – It is also used for customer service support 5. Describe their notion of a â€Å"scientific test†. Contrast this approach to product development and launch with a more traditional approach that a manufacturing company might use. Capital One’s scientific test was used with their software to collect test data information while enhancing the data they already had as well. They used this software to analyze and collect information from potential customers. They conducted over 45,000 tests at one point which helped them comprehend customer information while identifying any fraudulent activity as well. They grew every day and had millions of customer signed up online at the end. Capital One had a great relationship with their IT department since technology was part of its core competencies. Fairbank even allowed anyone to propose an idea for a test if it was profitable looking enough. This showed that the company wanted to involve each and every employee to work with them on their marketing strategy. The process for product development occurs when an idea is started, to the design and then with the actual product being manufactured and engineered. Capital One way of working with this process involves having their marketers research and access the information and data to understand their customers tendencies and preferences. A more traditional approach that a manufacturing company may use is having Capital One is started with a strict business model and then having to computerize it later on. Everything is first manually done and analyzed in this case. The technology and use of software would be used later on in terms of Capital One’s informational strategies. Capital One Case Study. (2016, Dec 08).

Curriculum Evaluation Essay Example | Topics and Well Written Essays - 500 words

Curriculum Evaluation - Essay Example It is a sound research method which can be used in educational institutions for evaluating merit of students (Sowell, E. J., â€Å"Curriculum: An Integrative Introduction†). CIPP stands for ‘Context, Input, Process and Products’. Context implies evaluating the requirements and problems; Input relates to evaluating of the plan to address the requirement, Process is the evaluation of implementation of plan, and ultimately Product stands for the evaluation of anticipated and unexpected results (Sowell, E. J., â€Å"Curriculum: An Integrative Introduction†). There are different sights of Curriculum Evaluation standards which are to be given priority in the evolution. According to JCSEE (Joint Committee on Standards for Educational Evaluation), there are four kinds of standards for Curriculum Evaluation which are ‘Utility Criteria’, ‘Feasibility Criteria’, ‘Propriety Criteria’, and ‘Accuracy Criteria’ (Sowell, E. J., â€Å"Curriculum: An Integrative Introduction†). CIPP evaluation technique goes through certain stages. In the year 2003, Sander and Davidson had projected 11 stages for applying CIPP model. The first stage consists of assessment of school elements which are finance, human resource, competency and other resources.

Was the conquest of Spanish America an ambivalent conquest Essay

Was the conquest of Spanish America an ambivalent conquest - Essay Example According to the research findings colonization and conquest are not events but processes that affect the victims and the conquerors . To measure the degree of the change in the victims and the conquerors, it is crucial for one to understand the culture of the conquered society. The Mayan and the Spanish societies underwent a hard period during the colonization process. In this view, the essay develops a clear and concise argument in answering the question â€Å"Was the conquest of Spanish American an ambivalent conquest?† This essay analyzes the main controversy that surrounds the Spanish presence in Yucatan. The main focus of this research paper is to the attention of the initial the eventual success and the initial attempts of the Spaniards when they attempted to solidify themselves with the Yucatan Peninsula . The author points out that the victory of the Maya community was short-lived. The Spanish community also had to live a different life because of the new Spanish masters. The individuals in the community had to utilize the available resources as a result of the lack of labor, the unsuitable grazing land, and the poor agriculture. There was also the collapse of the encomia system. Overall, despite the difficulties related to a lack of historical sources, this essay attempts to sort out truth from fiction in the "confessions" wrung out of the Maya by the Spanish Inquisitors.

Can Amanda Turn Her New Business Around Before It Is Too Late Case Study - 1

Can Amanda Turn Her New Business Around Before It Is Too Late - Case Study Example The four major management functions, planning, organizing, influencing, and controlling, play a significant role in performing the daily activities of an organization. The concept of planning sets specific goals for organizations, managers, and other employees. In the opinion of Pride, Hughes, and Kapoor (2010), planning assists the management team to understand where the organization is, how to make the organization move along the specified path, and when to take appropriate measures to achieve the targeted organizational goals etc (pp.169-170). Elimination of uncertainties, minimization of impulsive and arbitrary decisions, quick resource allocation, effective use of resources, adaptive responses, anticipative action, and integration of various decisions and activities are other benefits usually obtained from planning. According to Hurd, Barcelona, and Meldrum (2008, pp.42-43), ‘organizing’ is an effective functional element of management that assists the firm to achieve the targets set in the planning phase. Organizing aids a firm to distribute the works effectively among its employees. Organizing is essential to clarify the powers of every manager and the way he has to exercise those powers. This practice will also prevent managers from taking unfair advantages of their position. Similarly, work coordination, effective administration, growth and diversification, sense of security, and scope for new changes are some other fruitful outcomes of organizing. A manager’s level of success or failure is determined on the basis of his/her ability to influence people within the particular department. When managerial individuals effectively deploy their influencing skills, they exude a positive energy that would highly motivate their subordinates. This motivation will directly enhance organizational productivity and thereby profitability. In the view of Marquis and Huston (2009, p. 434).

The Role Of ICT In Teaching ESL

The Role Of ICT In Teaching ESL The association of ICT and English in last few years had made rapid changes in the presentation of curriculum in various aspects. Practitioners, theorists and researchers have started to pay serious attention to the challenges of the new technology and these challenges and opportunities that new technology presents have resulted English teachers into a new dimension. There are different issues related to the relationship of ICT and English which consists of complex implications for classroom teaching and initial teacher education. Student teachers who play a vital role in delivering ESL have wide range of experiences and level of expertise in ICT. My aim is to enable student teachers to be aware of these important issues and have the skills, knowledge and critical understanding to respond teaching of English through ICT. Initially, I perform analysis of the changing nature of ESL in the light of current technology advancement. Then, explore the interpretations of the role of ICT in teaching English, the provision made by ICT in college and policy and classroom practice in the area of the curriculum. Changing nature of ESL at present Recent years have seen a move from the predominance of the printed test to varied sites for textual production, including web-based environments, mobile phones and computers games. Screen based texts are characterized by varied and densely interrelation multimodal communication with an increasing emphasis on visual aspects of texts, such as layout use of font and images and the incorporation of sound, animation and hyperlinks. Digital technology has also made it easier to experiment the text production and to communicate rapidly with a range of familiar and unfamiliar audiences. ESL teachers have to consider how to teach language literacy and technological skills so that learners can make effective use of ICT. When teachers develop and implement an electronic literacy approach, they must address a number of questions: How should ESL teachers make the best use of new online opportunities to maximize language study and practice while also helping students develop computer-based communication and literacy skills? What strategies for communicating and networking should students be taught? What goals should language teacher aim for and what kinds of online projects could students carry out to accomplish those goals? Which are the most crucial electronic resources and tools that teachers should learn about so that they can teach them to their students? How can teachers encourage students to become autonomous learners who can continue to learn how to communicate, conduct research and present their ideas effectively using information communication technology beyond the confines of the class or semester? (cited in Shetzer Warschauer, 2000, 171-172) The purpose of this study was to explore the use of the Internet in vocational high-school English learning environments in a specific socio-cultural context including in the physical world and in cyberspace. The results of the in-depth study aim to shed light on the combinations of English language and ICT that can both enhance vocational high-school students technological competence as well as facilitate English language acquisition and applications in an authentic situation. Research questions Specific questions explored in the study include the following: à ¢Ã¢â€š ¬Ã‚ ¢ Can students learn the functions of the Internet via the English language and Significantly improve their English e-talk on the Internet? à ¢Ã¢â€š ¬Ã‚ ¢ What are the benefits or difficulties with the use of Information Communication Technology in the teaching of English as a Second Language? à ¢Ã¢â€š ¬Ã‚ ¢ What are the perceptions of both teacher and students regarding the use of the Internet in the class? à ¢Ã¢â€š ¬Ã‚ ¢ What are the issues and challenges that arise in the integration of the Internet in English learning contexts? à ¢Ã¢â€š ¬Ã‚ ¢ Can students feel comfortable communicating in English on the Internet? Can the design of the Internet and English class improve their language proficiency and grammatical usage? The setting for the study The research study was conducted at a vocational high school________________ The course was named Internet and English; its major objective was to help vocational high school students learn English in a natural setting with the assistance of ICT. This course used various methods to facilitate students Internet usage by way of English writing. A ______-hour on-line lecture plus a computer session was held on Tuesdays in a computer lab where ______ Personal Computers were set-up and networked. In the lab the teacher lectured on some introductory aspects of the Internet and its functions and at the same time demonstrated its uses and gave students opportunities for practice using English and exploring the Internet. In addition to the weekly lecture and computer session, the after-class activities and assigned tasks were required of each student. To carry out the after-class projects and assignments, the students therefore needed to connect to the Internet and search for the required materials in response to the teachers weekly questions and, meanwhile, they were required to use English to communicate with the teachers as well as with the other classmates. Although ICT facilities and support were limited in the vocational school studied, the English teacher wanted to overcome the barrier by the inclusion of some outside-campus network resources in his class. A course syllabus, updated announcements, handouts, profiles of the teacher and the students, and class presentations, pictures and recommended relevant web resources were all converged in colourful words on the website. Contents of the project English was the main language used throughout class activities, which included English website information collection, topic-centred discussion, on-line communication, and email exchange. the course used four major tools-the World-wide web, Newsgroups, Chat-rooms, and email to cultivate students network accessibility and language expressions/utterances so that the course was given primarily in four segments. First, for the World-wide web section, Project A self introduction and Project B website recommendation were their assigned tasks. Second, in the Newsgroup section, the teacher asked students to subscribe to the newsgroups they were interested in and then used the chat messenger to post articles and questions and required students to either answer the questions or discuss the given topics in English. Third, in the Chat section, the students were allowed to freely e-talk about whatever interested them in the chat room in chat messanger. Through the different presentation formats of online tutoring, online discussion, and online debate, they were given different objectives each time. Finally, in the email section, students learned the basic commands by using Outlook and basic ideas about email user interface design and the system setup and some key functions (POP setup, web-mail, filtering, and so on). Participants The participants in this study were ______ students: ____22 females and _____7 male students plus the_______ young male teacher. To take the elective course Internet and English, certain prerequisites were required. For instance, the students needed to have previously taken Introduction to Computer Science and Applications of Computer Science, which were the first-year and second-year courses. Assessment For this course students were assessed as follows: 20% for class participation, 20% for homework exercises, 30% for the combined score on the 1st and 2nd midterm exams, and 30% for the final exam. Projects A and B were counted as the scores of the 1st midterm. The quality as well as the quantity of each students specific online utterances their portfolio was used as students 2nd midterm scores. The Chat performance in the chat messanger was used for the final exam grades. The Final exam consisted of an article on the topic How do I perceive Internet and English ; students were instructed to talk about the current semester only and to include three parts: my impression of this class ; what I have learned from this course and my suggestions . Methodology The study employed both qualitative and quantitative methods. The researcher used a multi-method approach to document and evaluate the process of integration of the Internet in the English learning settings, including the collection of their electronic data from chats, discussions, dialogues and email exchanges on the Internet, observations of their online classroom activities, formal and informal interviews with the instructor. A post-class questionnaire was administered to the participants at the end of this class. In addition, a student who had a special need for remedial instruction had actively interacted with the English teacher via email communication throughout most of semester. The students email exchanges with the teacher were used as a case study. Data collection Data collected for the studies included authentic email messages, questionnaires, classroom observations, formal and informal interviews, and student logs. Descriptive statistical information was provided for cross-referencing. The study was conducted in a natural learning setting. None of the student subjects were aware of being observed and analysed during the data collection procedures. Overall results of the use of ICT in the class The teacher used an open-ended question to solicit student overall responses to the use of information communication technology in the class. This question was, Do you think Internet and English can really improve your English? Tell me why. Most students thought the Internet was an interesting and useful tool in their Internet and English class (Table 1). Table 1. Data from the open-ended question Positive reactions (19 out of 23 82.16%) Negative reactions 3 out of 23 (13%) Being able to practice typing 5 Not liking the Internet 1 Learning more English 4 Too much vocabulary resulting in Being more motivated in learning new vocabulary 4 learning pressure 1 Being able to learn more about computers 4 The fast-paced schedule of the class 1 Communicating with others using emails and making friends from other countries 4 Looking for information on the Internet and enhancing reading comprehension by materials on the Internet 3 Meeting people 2 Talking on line 1 Being able to correct mistakes instantly 1 The Tell me why self-report data were used for further analysis. The positive perception of Internet use could stem from two sources. First, due to the convenient access provided by the Internet, students were able to make foreign friends. Second, in the process of navigating the webpages, the chances of directly reading English and learning new vocabulary, sentence patterns, and grammatical patterns increased. Moreover, the immediacy of the online tutoring enabled the teacher to correct their mistakes quickly. The other advantages include the acquisition of relevant Online discourse data analysis The data for quantitative analysis were gathered from the Chat function in chatmessanger, which generally meant participating in online tutoring and online debates. Also, the data from both the midterm exam and final exam in the first semester were collected for analysis. In online tutoring and online debate, not every student wrote down his or her responses. Although five students were completely silent, the other 24 students had at least one sentence (here one sentence means an utterance with a period or a question mark at the end) in the online chatting. However, in online debate, which discussed the interesting topic of having a girl friend or a boy friend, the volume of discourse obviously increased by an average of six sentences, and that was five times as many as the very first time, when they were required to talk about a good teacher. Most students, who had already e- talked the first time, were more likely to write more than the second time. As for the 2nd midterm exam and final exam, since the written records were used for students grades, every student was mandated to express his or her opinions in order to gain points. Eventually the volume of the discourse resulted in an average of approximately 15 sentences in final exam. This was two and half times as many as in the midterm exam. When addressing the reasons for the increase in students discourse volume, the researcher found that students gradual increasing familiarity with the computer commands and the digital environment contributed to the increased number of their expressions. Moreover, the topics for discussion which appeared to be interesting, controversial or abundant in readily available online information also resulted in an increase in the number of sentences. Non-online discourse data analysis based on two projects In addition to the online data, non-online data were collected from Project A and Project B for analysis. For Project A, in order to encourage students to begin their English writing, the English teacher purposefully used self-introduction as an introductory and familiar topic. Thus each student was asked to use English to introduce himself/herself. For Project B, each student had to browse the English resources on the Internet and then recommended some websites as their favourites and to give reasons for their recommendation. Consequently, the average number of sentences produced in Project A was eight, and this was about four times as many as the number produced for Project B. Further analysis of the in-depth data revealed that Project A was a self-introduction and there were several basic items that the students could always include in their written presentations, such as blood type, sign of Zodiac, and favourite sports. On the other hand, Project B asked students to recommend a web site that they found interesting. This topic was of wide scope and more challenging than Project A. Student perceptions of the use of ICT in English learning In order to understand students perception of learning English by using the Internet and the impact of the Internet on English learning as well, a questionnaire was administered to the students shortly before the end of the first semester in order to collect their demographic information and their responses to the use of the Internet in this English class. The questionnaire was composed of three parts: personal data; experience in using a network computer; and ten 5-point-Likert-scale questions. A general question was given at the beginning of the questionnaire and 10 more corresponding statements followed with choices. A total of 26 questionnaires out of 29 were collected and used for analysis. The statistical results of this questionnaire are presented below (Table 5). Questionaire What do you think might be the reasons that the Internet could facilitate English learning? (1-Totally Disagree; 2-Strongly Disagree; 3-Agree; 4-Strongly Agree; and 5Totally Agree) Statements 1 2 3 4 5 Rank 1. The teacher interacted with students on the 0 3.8% 57.7% 15.4% 23.1% 1 Internet so that I feel less pressured in class. 3.8% 94.2% 2. I can learn new vocabulary, sentence patterns, 0 19.2% 57.7% 15.4% 7.7% 8 and grammar on the Internet. 19.2% 81.8% 3. Anonymous communication makes me less afraid 3.8% 3.8% 42.3% 15.4% 34.6% 2 of making mistakes in English chatting. 7.6% 92.4% 4. I could learn good English sentences from others. 3.8% 3.8% 30.8% 38.5% 23.1% 2 7.6% 92.4% 5. I dont need to speak English in front of my 7.7% 26.9% 26.9% 34.6% 3.8% 9 classmates. Instead, typing in front of the 34.6% 65.4% computer screen reduces my stress. 6. Learning English wont be that boring since I 3.8% 7.7% 38.5% 15.4% 34.6% 5 could find some intriguing English information 11.5% 88.5% on the Internet quickly 7. I could improve my English response speed since 7.7% 26.9% 30.8% 30.8% 3.8% 10 online chatting in English requires instantly 34.6% 63.8% answering in English. 8. I could make key/pen pals in foreign countries 3.8% 3.8% 23.1% 30.8% 38.5% 2 and practice English writing. 7.6% 92.4% 9. I could often practice English since English is 0 11.5% 26.9% 38.5% 23.1% 5 the common language on the Internet. 11.5% 88.5% 10. I could freely practice English because I could 3.8% 11.5% 34.6% 26.9% 23.1% 7 build up my little virtual world on the 15.3% 84.7% computer screen.

My Town :: essays papers

My Town To give you a better view of "My Town," I will perch him atop the highest point of the some-kind-of-wonderful city of Hillside: The Giza pyramid-shaped pile of garbage majestically sitting in the town dump. The movie theater is to the west; a neon-pink fluorescent sign frames this week's shows: Th' Bach, Scram 3, and y' of Th' Bholdr. Teenage employees relinquish all responsibility for the missing "E"s. A makeshift lemonade stand is set up a block away. Sometimes, its determined entrepreneurs, the set of five-year-old twins, Brooke and Blake Simone like to mix their drink of choice with "extra flavoring," such as leaves, rocks, and the occasionally, yet classic family of ants. Needless to say, the single dime in their yellow Teletubbie cash box has not multiplied since their first day of business. The strip mall to the north has been replaced by Car Max, the automobile superstore. Unfortunately, the abundance of cars has not, in fact, improved anyone's driving skills, or lack of them. Further west is Proviso West High School; the peeling, forest-green painted fence that protects the school grounds failed to prevent kleptomaniacs from stealing seven car stereos from the parking lot last December. The football field behind the school patiently waits with its freshly mowed green splendor for the team of big, burly boys (and one girl) to actually win a game. At 5:30 AM, a shivering Student Council vice-president with the intent to do extra work trudges the perimeter of the edifice, praying for an open door to a building that doesn't like to be occupied outside of the normal school hours. Psychologically, two opposing beliefs surface for why I dream of dancing sugarplums and college diplomas rather than a pin on my Dairy Queen hat that reads "Employee of the Month." A child is either influenced by his surroundings and peers or repelled into the opposite direction. As a magnet gone a rye, I am thankful that Hillside has not influenced me to blend in with the crowd; neither the cemetery across the street from school nor the various monument and flower shops entice me to- pardon my morbidity- just drop dead. The strategically located bowling alley down the block does not tempt me to ditch school. Certainly, the smell of the garbage dump has turned me off to the wide-eyed world of garbage disposal and handicapped my nose, thus threatening me into giving a hoot.

Indigenous Education in Canada & Australia Essay

INDIGENOUS PEOPLE AROUND THE WORLD HAVE BEEN A MAJOR TARGET FOR DISCRIMINATION AND THIS HAS BEEN THE CASE THROUGHOUT HISTORY, HOWEVER, THE INDIGENOUS PEOPLE OF AUSTRALIA AND CANADA HAVE QUITE RECENTLY FELT THE BURDEN. IT IS EVIDENT THAT DURING THE 1990’S TO THE EARLY 2000’S, A LOWER STANDARD OF EDUCATION RECEIVED BY INDIGENOUS AUSTRALIANS HAS A CLOSE SIMILARITY WITH THE EDUCATION RECEIVED BY INDIGENOUS CANADIANS. THE NON-INDIGENOUS RESULTS FROM STUDENTS IN BOTH AUSTRALIA AND CANADA HAVE EXCEEDED THE STANDARD OF INDIGENOUS STUDENT’S RESULTS WHICH HAS TERRIBLY DISADVANTAGED THE INDIGENOUS COMMUNITIES OF AUSTRALIA AND CANADA. THE NOTICEABLE DIFFERENCE IN EDUCATION RESULTS IS DUE TO THE UNFAIR TREATMENT OF INDIGENOUS PEOPLE IN AUSTRALIA AND CANADA, FROM TEACHING DIFFERENT AND DISHONEST CURRICULUM, MISSING OUT ON VALUABLE OPPORTUNITIES, NOT BEING ABLE TO INCORPORATE THEIR NATIVE TRADITIONS AND EVEN THE HARSH AND RACIST BULLYING. THESE ARE ALL WELL-FOUNDED EXAMPLES OF THE LACK OF QUALITY EDUCATION THE INDIGENOUS PEOPLE HAVE RECEIVED. SINCE COLONISATION IN CANADA, MISSIONARIES HAD ESTABLISHED SCHOOLS FOR INDIGENOUS CHILDREN. THE CANADIAN GOVERNMENTS BELIEVED THAT BY USING ASSIMILATION, INDIGENOUS CHILDREN WOULD BECOME CIVILISED AND WOULD BRING THEM INTO COLONIAL SOCIETY. (WIKIPEDIA, 2014) THE TWO MAIN TYPES OF SCHOOLS WERE BOARDING SCHOOLS THAT WERE LOCATED ON OR NEAR THE RESERVES AND INDUSTRIAL SCHOOLS THAT WERE LOCATED IN THE CITIES AND RESPONSIBLE FOR TRAINING INDIGENOUS CHILDREN FOR MANUAL LABOUR. DESPITE THE INDIGENOUS STUDENTS LEARNING READING, WRITING, MATHS AND LABOURING SKILLS, THEY WERE ON THE OTHER HAND TAKEN AWAY FROM THEIR FAMILIES AND UNABLE TO SPEAK IN THEIR NATIVE LANGUAGE. IN SOME SCHOOLS, SERVER PUNISHMENT WAS REQUIRED IF STUDENTS SPOKE IN THEIR NATIVE LANGUAGES (AUSTRALIAN HUMAN RIGHTS COMMISSION 2010). IN COMPARISON TO THIS, WHEN AUSTRALIA EXPERIENCED IT’S ‘STOLEN GENERATION’ OF ASSIMILATING INDIGENOUS AND HALF-CAST CHILDREN INTO MODERN DAY SOCIETY, THE CHILDREN WERE NOT ONLY FORCED INTO ATTENDING REGULAR SCHOOLING, BUT THEY WERE ALSO IN SOME CASES, FORCED INTO SLAVERY. (WIKIPEDIA, 2014) IN SOME CASES, THE INDIGENOUS CHILDREN COPED WITH THE TRAUMA OF LOSING THEIR FAMILIES, AND FLOURISHED, DESPITE THE PREVAILING SENSE AND KNOWLEDGE OF THEIR LOSS OF AND SEPARATION FROM THEIR BIRTH FAMILIES, COMMUNITIES, LAND AND CULTURE. HOWEVER, FOR MANY OTHER CHILDREN, WHO WERE PLACED WITH UNSATISFACTORY FOSTER PARENTS OR IN INSTITUTIONS, AS ADULTS THEY CONTINUE TO STRUGGLE TO OVERCOME THEIR EXPERIENCES OF TRAUMA, LOSS, ISOLATION, AND OFTEN, ABUSE. (NATIONAL SORRY DAY COMMITTEE, 2014) IN THE SAME MANNER, BOTH CANADA AND AUSTRALIA WERE LARGE SUPPORTERS OF ASSIMILATION AND WANTING INDIGENOUS CHILDREN TO GROW UP LEARNING THE SAME THINGS AS NON-INDIGENOUS CHILDREN. ALTHOUGH THE HIERARCHY IN BOTH COUNTRIES WERE SIMPLY ATTEMPTING TO ‘HELP THE NATION GROW’, THEY WERE IN THE LONG RUN, MAKING IT MORE DIFFICULT FOR INDIGENOUS CITIZENS TO BECOME ACCEPTED INTO SOCIETIES. STATISTICS SHOW THAT IN CANADA, MORE THAN ONE-THIRD OF INDIGENOUS PEOPLE HAVE NOT COMPLETED HIGH SCHOOL. (AUCC. CA, 2010) THESE LOW RESULTS STEM FROM THE GOVERNMENT’S EFFORTS TO ‘HELP THE NATION GROW’ WHICH MAY HAVE BACK-FIRED AS MOST INDIGENOUS PEOPLE FELT THAT THE EFFORTS MADE WERE NOT HUMANE AND COMPLETELY RIDICULOUS. IT IS EVIDENT IN MANY WRITTEN SOURCES THAT IN BOTH COUNTRIES, ABORIGINAL CHILDREN WERE BULLIED AND ISOLATED FROM MOST OTHER NON-INDIGENOUS STUDENTS. THIS WAS A MAJOR DOWNFALL FOR THE INDIGENOUS CHILDREN AS SCHOOL WAS NOT FUN OR ENJOYABLE BY ANY MEANS AND FOR THEM, THERE WASN’T MUCH REASON TO PUT ANY EFFORT INTO SOMETHING THEY WERE FORCED INTO ATTENDING. (ANDREW SHARPE, 2009) BOTH CANADA’S AND AUSTRALIA’S STATISTICS ARE VERY SIMILAR AND CAN BE COMPARED TO EACH OTHER WITH ROUGHLY THE SAME LEVEL OF OVERALL RESULTS. ALTHOUGH, AUSTRALIA’S STATISTICS TELL THAT IN 2007, 64% OF INDIGENOUS PEOPLE AGED 18-24 YEARS HAD COMPLETED GRADE 12. (HUMAN RIGHTS, 2012) THIS SCIENTIFIC STATISTIC SHOWS HOW OVER TIME, THE ‘YOUNGER GENERATION’ OF INDIGENOUS PEOPLE ARE STARTING TO PAY MORE AND MORE INTEREST INTO THEIR EDUCATION. EVENTUALLY AS TIME PASSED BY INTO THE EARLY 2000’S, EDUCATION IN BOTH CANADA AND AUSTRALIA BECAME AN ESSENTIAL FACTOR OF EVOLVING INTO AN ‘ESTABLISHED’ ADULT. BEING EDUCATED AND/OR HAVING AN EDUCATIONAL BACKGROUND OPENED MANY WINDOWS OF OPPORTUNITIES FOR MOST, RESULTING IN MAINTAINING A WELL-PAYING JOB, MAKING IT EASIER TO ASSIMILATE INTO SOCIETY AND ALSO BEING ABLE TO MAKE CONSCIOUS DECISIONS FOR THE BETTER. THIS INCLUDES UPHOLDING A HEALTHY LIFESTYLE WHICH CAN BE DEVELOPED AND USED TO PASS ONTO OTHER FAMILY MEMBERS FOR A CLEARER FAMILY WELL-BEING. (CPRN, 2007) NOT ONLY DID EDUCATION BECOME A HUGE PART OF EVOLVING INTO A WELL- ROUNDED PERSON, IT ALSO PROVIDED SOCIETY WITH DYNAMIC EXTERNALITIES ASSOCIATED WITH ECONOMIC GROWTH; STATIC KNOWLEDGE SPILL OVERS; NON-MARKET EXTERNAL BENEFITS SUCH AS REDUCED CRIMINAL ACTIVITY; AND SOCIAL BENEFITS ASSOCIATED WITH TAXATION. (RIDDELL, 2006) UNLIKE CANADA, AUSTRALIA HAS MADE MANY EFFORTS TO TRY AND MAKE UP FOR ALL OF THE SUFFERING THE GOVERNMENTS CAUSED DURING THE ASSIMILATION PROCESS. ONE OF THE MOST SIGNIFICANT FIRST steps to remission was made in 1990, when the establishment of the Council for Aboriginal Reconciliation was made by law of the federal Parliament. Another significant moment for reconciliation was when the human rights and equal opportunity commission presented ‘Bringing Them Home’ – the Report of the National Inquiry into the Separation of Aboriginal and Torres Strait Islander Children from their families presented to Federal Parliament in 1997. (Australian Human Rights Commission, 2010). Through all of the memorial dates and events for reconciliation, Australia’s ‘National Sorry Day’, held annually on the 26th of May is an event that is close to many people’s hearts, and will continue to be a very momentous day. Despite the many attempts at reconciliation in Australia, assimilating Indigenous children into a modern day society with education will unfortunately always be remembered by the Indigenous community for decades to come. Although, because education can give you so many useful life-long skills, it is positive that more and more Indigenous people are attempting to become involved, especially after a past of such negativity.